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While the Holocaust is a central part of history teaching today, there is nevertheless a distinct absence of research on the knowledge and understanding that pupils acquire before their formal studies. This empirically-grounded article based on research in three English schools explores what ideas pupils already have and explains what the potential implications of these might be. It suggests that there are various gaps and established myths which exist and that these may limit further understanding if they are not addressed. It then outlines measures which could be taken to facilitate an improvement in Holocaust education with reference to these problems. (By the author)